Exploring Metacognitive Strategy Use during Note-Taking for Students with Learning Disabilities

Autor/inn/en	Boyle, Joseph R.; Rosen, Sonia M.; Forchelli, Gina
Titel	Exploring Metacognitive Strategy Use during Note-Taking for Students with Learning Disabilities
Quelle	In: Education 3-13, 44 (2016) 2, S.161-180 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2014.929722
Schlagwörter	Mixed Methods Research; Metacognition; Notetaking; Learning Disabilities; Interviews; Grade 7; Pretests Posttests; Intervention; Program Effectiveness; Study Habits; Attention; Learning Strategies; Short Term Memory; Cognitive Processes; Science Instruction; Video Technology; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning handicap; Lernbehinderung; Interviewing; Interviewtechnik; School year 07; 7. Schuljahr; Schuljahr 07; Study behavior; Study behaviour; Studienverhalten; Aufmerksamkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kurzzeitgedächtnis; Cognitive process; Kognitiver Prozess; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	This mixed-methods study analysed over 200 interviews from 20 seventh-grade students with learning disabilities (LD). Students were instructed how to use a note-taking intervention during science lectures. The interview analyses were supported by pre- and post-intervention quantitative data. Data suggest that the intervention helped students identify important information; systematised the process of listening to, interpreting and using that information; and offered students a means by which to organise the information they were hearing. A discussion about metacognition and attention explores how these processes altered students' awareness of their own learning, as well as how they equipped students with a new strategy for holding onto and translating information from their science lectures into a useful set of notes. These findings have implications for how theorists conceptualise the relationship between metacognition and attention and how teachers use scaffolding to support the learning of students with LD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06